#	TEFL COURSE NAME	DETAILS	PRICE
1	Accelerated Bridge TEFL	2 weeks on-site, 80 hours online(accommodation extra)	$1495
2	BridgeTEFL Certificate	4 weeks on-site,140 hours(accommodation extra)	$1995
3	Combined TEFL course	4 weeks on-site,120 hours(accommodation extra)	$1300
4	Residential TEFL courses	4 weeks on-site,140 hours(accommodation extra)	$1390
5	TEFL International TEFL course	4 weeks on-site NYC ,120 hours(accommodation extra)	$2290
6	TEFL International TEFL course	4 week, 160hr intensive course (accommodation extra)	$2290
7	Boston Academy of English TEFL Course	4 weeks on-site,120 hours (accom. extra) + $50 application fee, $60 mail fee	$2250
8	Berkeley SIT TESOL Certificate	130 hours (Evenings & Weekends over 3 months) (accommodation extra)	$1990
9	SIT TESOL Certificate Course in Boston by Global TEFL	130-hour TESOL/TEFL certificate 6 hours of observed practice teaching	$2295
10	Action in English at EC Boston TEFL Certification	4 weeks on-site NYC ,120 hours (accommodation extra)	$2175

Dates

Classes start every 3 week. See schedule upcoming classes.

Length of certification

2 months (9 weeks)

The TEFL interactive course is 120 hours of TEFL Certification training. It is comprised of 100 hours of online coursework covering classroom lesson planning and practice sessions in a professional virtual classroom community; plus every graduate must complete 20 hours of practicum experience by volunteering as a tutor or instructor at an EFL/ESL Clinic in their community.

TEIK will provide every successful graduate with job placement assistance in Korea. Upon completion of the course, you will have a lifetime of job placement assistance and support in locating teaching projects abroad. 

Purpose

Ideal for students seeking to professionally teach English as a foreign language or for current ESL teachers who wish to improve their ESL teaching skills or who want to make more money or get a better ESL teaching position. This course is also useful for volunteering or working in some private ESL classrooms domestically.

Course Description

The 100 hours of course work translates into approximately 12-15 hours a week of work over a 2 month period. Coursework can be completed 24 hours a day. Within the virtual classroom community hosted on Blackboard.com students will participate in a comprehensive course which teaches you the basics of foreign language acquisition and the methodology required to Teach English as a Foreign Language (TEFL). A student will be part of an entire class of online students moderated by your professor. In order to complete the course successfully the student must complete homework, timed quizzes, tests, essays, give online feedback to other students and complete a final project of a thematic unit. The course features peer review via discussion groups and complemented with continual online teacher feedback. The course is not running on live time.

The four cornerstones of language learning will be covered: speaking, listening, reading and writing. It covers the basics of language methodology, linguistics, phonetics and grammar. Teaching skills of lesson planning, curriculum development, classroom management skills, and personality and language assessments are covered. (Email us for a detailed course syllabus)

Students enrolling in this course will complete the first part of their TEFL Professional training to teach English abroad. You will complete studies on:

• The Field of TESOL/EFL, Student Learning Styles, The Classroom Physical Environment
• A Brief History of Language Teaching
• Assessment of Student Needs and develop a framework for TEFL Instruction
• Developing Lesson Plans on how to teach Listening using Presentation, Practice and Production (PPP)
• Speak Strategies and Lesson Plans in the EFL Classroom
• Reading Strategies and Lesson Plans in the EFL Classroom
• Writing Strategies and Lesson Plans in the EFL Classroom
• Grammar in EFL Instruction
• Use of Supplemental Materials in the EFL Classroom
• Complete a Final Project on Lesson Planning
• Final Exam

Your professional course will be moderated by a university professor with daily feedback, direction and personal commentary to lead you and the class discussions for an interactive virtual learning environment.

We are happy to provide a prospective student a trial version of our course on blackboard with a guest name and password into a scaled down version of the course. This will allow you to get a good feel for online learning and how simple it is to use.

TEFL Practicum

20 hours of student teaching and/or observation at a local ESL classroom (current ESL teachers can use current experience for the 20 hours of practicum)

This course serves as the in-person field laboratory for English as a Foreign Language (EFL) learning. Students will volunteer or will be working as an EFL tutor, instructor, or assistant with an ESL or EFL organization in their community. You will complete 20 hours of fieldwork. Upon completion you will submit a TEFL Time Log along with a TEFL Journal to your course instructor. In the Practicum, you will experience ESL/EFL instruction up close and personal. It will prepare you to teach English abroad or will help you to improve your current ESL teaching skills.

This entire course is comprised of 100 hours of online training and 20 hours of student teaching/observation in an ESL class in your community. This fulfills the international standard for professional TEFL certification. You will receive your certificate through TEFL Institute. This certificate enables fluent English speakers to professionally teach English overseas in language schools.

TEFL Institute will issue your international Professional TEFL certification and TEIK can assist in job placement.Most English teaching jobs will be taught in a 100% English immersion environment therefore there is no need to have another language skill.

Job Placement Assistance

For all online and International location students receive:

• Job Placement assistance with information on: resume writing, job interviewing and country information
• Health and Safety manual
• Travel Manual

Students may start the job interviewing process while taking the course if they choose. Many students will set up job interviews 1-3 months in advance of starting a position. The TEIK is happy to provide documentation to future employers that you are currently enrolled in our TEFL training program with an anticipated graduation date.

College Credit

Students may take this course at Roosevelt University of Chicago for 4 semester credits as a combination of TESA 201, 202, 203. Classes at Roosevelt University are offered in the summer, fall and spring Semesters. Roosevelt undergraduate tuition is currently at $ 600 per credit hour. Please look at our information on the Roosevelt University page.

How to Enroll

To request more information or to enroll please click on the tab "TEFL Application" on the main menu of ww.teachenglishinkorea.org

TEFL Professional

TEFL INSTITUTE PROFESSIONAL 100 HOUR ONLINE SYLLABUS

History of TEFL Teaching and Learning Styles

English language teaching has undergone great changes since the classical training of Greek and Latin. The major thrust of this module is to familiarize you with the history of TEFL teaching, its research and teaching strategies, and to consider how to relate to identifying and applying the best practices of the Post Modern era.

• The Field of TESOL/ELT
• Learning Styles
• The Teacher's Role
• Roles and Qualities
• The Classroom: The Physical Environment

The Classroom Environment

The goal of this module is to familiarize students with the field of TEFL and EFL Teaching. Each teacher has their own personality in the classroom and the ways they like to teach English. This module will help you relate to your experiences as a student and how they relate to your own teaching style and classroom persona. We will also consider the learning styles of students and the significant effect learning styles have on the process of learning. You will study the physical environment of the classroom and consider how something such as seating arrangements has a profound impact of the relationship of the student's ability to master content.

• A brief history of Language Teaching
• The "Designer" Approaches of the 1970s and Beyond
• Communicative Competence and The Post Modern Era
• Communicative and Audiolingual Comparison of Major Features
• The Psychological Learning Environment: Teaching and Learning

Teaching Speaking and Listening

This module provides information on the principles and components of teaching English as a foreign language. We'll look at the difference between language items and language skills, as we explore some possible ways to teach them. The fact that teachers spend almost as much time planning lessons outside of the classroom as they do inside the classroom is surprising to some beginning instructors. Lesson plans are extremely important. They provide a road map that shows teachers where they are going, how they will get there, and where they expect to end up at the completion of a lesson. Effective lesson planning is a skill that just takes a little time and practice. This course will prepare you to develop and write effective lesson plans.

• Student's Needs
• Principles of Learning a Language
• A Framework for TEFL - Presentation, Practice and Production (PPP)
• PPP Lesson Plans
• PPP Conversation sample
• Classroom strategies
• STT/TTT (Student Talk Time/Teacher Talk Time) and Giving Instructions

Listening and Speaking

Have you ever studied a foreign language in school and arrived in a foreign country not understanding others or being understood? This is a common experience for many students of any standard language training program. Unfortunately much language instruction in the past has had very little emphasis on actually teaching listening and speaking for real communication. Many teachers who teach English abroad are non-native speakers of English themselves and may not feel comfortable teaching listening and speaking. For that reason, you may find your students are well schooled in grammar and writing, or very capable of reading in English, yet in need of support and encouragement when it comes to listening and speaking. This module is dedicated to these two skill areas. You will learn that listening is an essentially repetitive skill, whereas speaking is productive. We discuss them together since they are interdependent. Another aspect common to both the areas of listening and speaking is that of pronunciation. English is a complex language and we will provide you with the necessary skills and tools help get you through this process.

• Teaching Listening
• Teaching Difficulties and Types of Activities
• Types of Listening Exercises
• Listening Lesson Plan
• Developing and Conducting Speaking Practice
• Teaching Vocabulary and Forms-Oral Drills
• Open Class or Small Group Vocabulary Drills Procedure
• Oral Vocabulary Production Activities
• Desert Island
• Vocabulary Review Activities
• Pronunciation - Intonation
• Minimal Pairs

Reading and Writing

We will explore really what it means to read and write in a second language, as well as how to teach reading and writing using authentic materials. It includes strategies for preparing students to read and write in Conversational English.

• Reading as Experienced by Many Students
• The Goals of Reading Instruction
• Reading Strategies
• Ten Things To Do Before Reading
• Teaching Reading Skills Chart
• Reading Lesson Plan
• Teaching Literature
• Developing Writing Skills
• Writing Systems Different Languages
• Types of Writing
• The Components of Writing
• Providing Written Feedback
• Writing Lesson Plan: Based on Needs Analysis
• Writing Lesson Plan: Patterned Poetry

Grammar

A large part of teaching EFL is the teaching of grammar. English has an extremely complicated set of rules and exceptions for its syntax or grammar. Part of the complexity arises from the history of the language itself. Languages are generally not static; they change over time, adding new words and expressions as well as spellings etc. For teachers of English abroad, a general understanding of why the language operates the way it does is essential. We will take a look at how well you know your grammar and how to teach grammar. Grammar will be taught in relationship to the four areas of Listening, Speaking, Reading or Writing. At the end of this module you will have a better idea of what you may need to consider as you plan your lessons.

• More History of English work
• English Structure and Grammar as Compared to Other Languages
• A Functional Approach to Teaching Grammar
• Word Order in English
• Parts of Speech
• General Grammatical Structures for TEFL
• Verbs
• The Twelve Main Verb Tenses of English
• Phrasal Verbs
• Reported Speech
• Conditionals
• Passive Voice

Professional Development

By now in the course you already got a really good idea about the profession and the teaching skills regarding the four skill areas and you have written a lot of lesson plans. We've also discussed with you at length the importance of including a context in which to present new language items and grammar concepts. In this module you will learn to use visuals as a means of providing context and opportunities to develop students' skills in Listening, Reading, Writing, and Grammar. You'll learn just about anything that encourages communication is fair game. That means that teachers should include all kinds of resources for students. Even though there are many textbooks to cover the subject, there are also supplemental resource books, computer software programs, ESL websites, and even great movies that may work well for the class that you teach. Finally we will take a close look at assessments, both formal and informal, and what effective assessments might look like in your classroom.

You will cover

• Visuals
• ESL Textbooks and Supplemental Materials
• Online Resources
• Games for the Classroom
• Assessing Student Performance
• Standardized Testing

Course Goals

• Develop an awareness of the field and practices of TEFL.
• Develop an understanding of the components of the English Language as related to teaching English to non native speakers.
• Design Lessons for EFL/ESL Students at a variety of levels.
• Develop appropriate lesson plans for your English Language Learners in Listening, Speaking, Reading, and Writing.
• Consider and comment on the work of fellow classmates.

Module Teaching Objectives and Learner Outcomes

Module One

Module One-The Field of TEFL, the Teacher's Role, Classroom environments, Multiple Intelligences/The importance of learning styles

Learning Objectives

1. Students will be able to use acronyms related to the field of ESL EFL appropriately.
2. Students will be able to describe the qualities of effective instruction.
3. Students will be able to develop an idea of their potential teaching role and style by comparing, contrasting, and evaluating positive and negative qualities of their previous teachers.
4. Students will be able to describe 5 different physical classroom environments and describe when each might be appropriate, as well as choosing a physical classroom set up that fits their teaching style.
5. Students will be able to discuss Visual, Auditory, and Kinesthetic Learning Styles and multiple intelligences.
6. Students will identify their own learning styles and MI and relate to their own lessons and instruction.
7. Students will design a classroom set up which serves a variety of teaching purposes, back to back, u formation, circle formation, straight rows.
Topics

• The Field of TEFL
• The Teacher's Role
• My role as a teacher
• Classroom environments
• Cross Cultural Issues

Module Two

Module Two- Methods (Emphasize Direct Method, Natural Approach, Task Based, Content Based), the idea of i+1, Learning Environments

Learning Objectives

1. Students will identify psychological factors that influence student learning
2. Students will explain the role of the affective filter concept in the classroom.
3. Students will be able to explain and identify lessons in which the following teaching approaches are used and may or may not be appropriate:

• Grammar Translation Method
• Audio Lingual method
• Direct Method
• Silent Way
• Desuggestopedia
• Total Physical Response
• Communicative Language Teaching
• Natural Approach
• Community Language Learning
• Task Based Learning
• Content Based Learning

Module Three

Module Three- Writing Lesson Plans, ABCD Objectives, PPP format, Develop lesson plan for listening, speaking, reading, Assessment design and purposes

Learning Objectives

1. Students will write clear measurable objectives ABCD.
2. Students will develop two lesson plans of their choice from listening, speaking, reading, and writing using PPP format.
3. Students will propose assessments that reflect the material covered in their lesson plans.
4. Students will be able to explain the four skill areas.
5. Students will design brief lessons for mini activities for a selected skill area.

Topics

• The Four Skill Areas and Pronunciation
• Writing Lesson Plans
• ABCD Objectives
• PPP format
• Develop lesson plan for listening, speaking, reading
• Assessment design and purposes

Module Four

Module Four-Speaking and Listening

Learning Objectives

1. Students will understand the difference between pronunciation and intonation.
2. Students will be able to create appropriate comprehension questions.
3. Students will be able to coordinate and conduct appropriate oral drills.
4. Students will locate and select appropriate listening material for a chosen level.
5. Students will be able to construct a PPP lesson plan on both listening and speaking.

Topics

• Listening authentic listening, experiential teaching
• Speaking accuracy/meaning speaking activities
• Teaching Pronunciation

Module Five

Module Five- Reading and Writing lessons-vocabulary and journals and free voluntary reading, literacy issues, authentic reading materials, reading skills, writing levels, abilities and tasks

• Writing accuracy/communication, grammar/form, diagnostic tool
• The problem with English pronunciation and spelling
• The role of vocabulary, concordances, collocations, and sounding right

Learning Objectives

1. Students will explain why direct translation and cognates are not always the most effective means of teaching language.
2. Students will provide clear strategies for teaching pronunciation and spelling, as well as consider the role their spelling may play in the classroom.
3. Students will explain the role of vocabulary in Language Acquisition and offer preliminary strategies for teaching vocabulary.

Module Six

Module Six- Intensive Grammar review, Parts of Speech, Verb Tenses, SVO+. VSO+?, Comparatives/superlatives, Prepositions of place and time, Develop Writing and grammar Teach grammar through guided discovery

Learning Objectives

1. Students will diagnose common grammar issues students will demonstrate in class.
2. Students will propose recommendations for overcoming these errors
3. Students will provide a remedy for a sample student.
4. Students will prepare a grammar lesson including objectives, using guided discovery, visual, gap fill close exercise, and assessment tool.
5. Students will prepare a writing lesson including objectives, PPP, a writing model and a rubric.
6. Students will demonstrate an ability to recognize grammar points and name them appropriately.
7. Students will be able to contrast the form and history of English with other spoken languages and generally explain how those differences affect ELLs especially in morphology, lexis, syntax, semantics, phonology, and spelling.

Topics

• The History of English
• Language Systems phonology, morphology, lexis, syntax, semantics, discourse
• Intensive Grammar review
• Parts of Speech
• Verb Tenses
• SVO+. VSO+?
• Comparatives superlatives
• Prepositions of place and time
• Develop Writing and grammar lessons - vocab and journals and free voluntary reading.
• Teach grammar through guided discovery

Module Seven

Module Seven- CALL Activities for the classroom, Find and review a Video resource, Review an ESL Textbook, Evaluate Online Resources, exercises, lesson plans, authentic materials, Bibliography

Learning Objectives

1. Students will evaluate a TEFL/TESL web resource.
2. Students will review a TEFL/TESL web video resource.
3. Students will review an ESL or reference textbook that they can use for developing communicative activities.

Topics

• CALL Activities for the classroom
• Video resources English for all myfeca
• Review an ESL Textbook
• Evaluate Online Resources, exercises, lesson plans, authentic materials
• Bibliography

Module Eight

Module Eight- Thematic Lessons and activities, Final Project-one week lessons on a theme

Learning Objectives

1. Students will develop one week of thematic activities encompassing all skill areas for their intended class level using authentic materials.

Topics

• Instructional Design
• Fitting Lessons and activities into a thematic unit
• Final Project

Module Nine

Module Nine- Final Words, Comments Grades, Preparing and packing for your first teaching job, Preparing for Culture Shock

Learning Objectives

1. Students will be aware of the stages of culture shock.
2. Students will compose an essay on what they have learned in the course.

Topics

• Final Words
• Comments Grades
• Preparing and packing for your first teaching job
• Preparing for Culture Shock

Instructor

The name and contact information for your instructor is in the Faculty Information Area on the course menu.
Class meets: Online Daily

Required materials

*Email address
*Blackboard account provided by the TEFL Institute
*A Word Processing Program

Participation and Attendance

There is no specific meeting time for this course. You may submit assignments and replies at any time day or night. Email your instructor if you have any questions, or post a message to the Instructors Office of the discussion board.

Assignments and quizzes are the major thrust of the course and due to the intensive schedule; assignments must be completed on time. If you fall behind, it will be hard to catch up. Therefore you must log in at least once a day to submit assignments, communicate with classmates through online discussions, and take quizzes.

Course Overview

This course is designed to provide you with quality coursework and experiences which will aid you in developing and awareness and mastering teaching skills for the EFL/ESL classroom.

Course Objectives

In this course you will:
• Develop an awareness of the field and practices of TEFL.
• Develop an understanding of the components of the English Language as related to teaching English to non native speakers.
• Design Lessons for EFL/ESL Students at a variety of levels.
• Develop appropriate lesson plans for your English Language Learners in Listening, Speaking, Reading, and Writing.
• Consider and comment on the work of fellow classmates.

Certificate Requirements

In order to receive your certificate, you will need to:

• Complete all Assignments, Quizzes, Final Exam, and Final Project
• Maintain a 70% overall average.
• Complete 20 hours of observation/teaching in an EFL/ESL facility with documentation
• Submit via fax or snail mail the Observation time log signed by the cooperating teacher

Final Grades

• A                360 - 400 points
• B                320 - 359 points
• C                280 - 319 points
• Unsatisfactory  0 - 279 points

Note: All grades will be posted on Blackboard in the TOOLS area as soon as the assignments have been graded.

Assignments (400 points):

*Online Written Assignments 150 points
*Quizzes 170 points
*Final project 50 points
*Final Exam 30 points
*Testimonial (Extra Credit) 5 points

Written Assignments Blackboard ONLINE Discussion Board:

For each Written Assignment, you will read the assignment in Course Material as you complete the module, or in the Assignments Area. Complete the assignment and submit to the Discussion Board Forum for the assignment. It is wise to first write your assignment in a word processing program, then copy and paste to the discussion board.

Discussion Board Instructions are available in the Course Information Area.

Finally you will read all the other students' essays on the topic and offer encouragement and suggestions for essay improvements to two of your classmates. You will get instructions with each assignment. You must log into the course daily, or it will be extremely difficult to keep up. Failure to complete the course on time may delay your placement in an English Teaching Project.